The construction of a pentagon is divided into three problems, designed to enhance the traditional high school geometry class. The material is seen to serve as a potential springboard for many other activities. It is felt most students could not realistically be expected to solve the third problem by themselves. (MP)

The unmarked protractor appears to have been ignored in considerations of construction tools other than the standard straightedge and compass. Some geometric problems are presented which are designed to be done using only the unmarked protractor. They are thought to provide challenges to better students. (MP)

Ways different subsets of a large set of geometric shapes can be applied to the development of concepts and skills appropriate for children from preschool through the primary grades are presented. It is suggested teachers consider their curriculum and textbook while selecting specific activities to use. (MP)

An approach to the instruction of maxima and minima problems that works with tools of geometry and algebra is presented. The focus is on a classic pie-cutting problem, which is viewed as an interesting and instructive task that is an excellent application of transformation geometry. (MP)

Details of a class exploration of graphs that drew upon knowledge about the behavior of particular kinds of functions and applied them in a new context are provided. (MP)

Some methods of proof of traditional algebra problems using geometric methods are explored. The techniques used come from the original Greek approaches to these mathematical questions. (MP)

In a classroom investigation of the teaching of transformation geometry, an attempt was made to generate aptitude-treatment interactions by using various teaching methods among groups of students. (CJ)

Helping students notice the geometric shapes and symbols around them and in the world's cultures is a fascinating way to make mathematics meaningful. (Editor/SJL)

The development of the new mathematics curriculum of the late 1950s is examined in light of current calls for changes in the instructional program. Thoughtful, imaginative reform that offers radically new models of approach to teaching mathematics is called for. (MP)

Five basic skill areas needing more attention in standard high school geometry are discussed. Levels of student mental development in geometry and a need for less emphasis on formal proofs are reviewed. (MP)

A version of the game lotto or bingo that is useful in learning geometric concepts is described. (MK)

Teacher's guide and master work sheet are provided to be used to explore geometric properties within a problem-solving activitiy. (MK)

Changes in the elementary and junior high school mathematics curriculum that have occurred in the last 20 years and that may occur in the future are discussed. (MK)

The author describes the teaching of geometric topics, using a geoboard with different age groups. (MK)

Discusses the benefits of dynamic geometry software in helping students learn to write proofs. The software allows students to create simple geometric figures, explore relationships, make conjectures about their properties, and test those conjectures. (AIM)